If you haven't yet, please introduce yourself to the chat (even if you are just lurking) - don't forget to add the #IDedchat hashtag so we can all see your tweets. ;-)
Please welcome our guest moderators: Region 1 Math Specialist @id_rms1 (Abe Wallin) and Instructional Coach @mrsjohnsonCA she is now in CA, but used to teach in Boise! #IDedchat
I'm Simon. I do like to do drawings, but I'm not that Simon. I am a tech dir in Kellogg. I love EdTech, & thanks to @id_rms1 Abe, I also love Math, even though I never felt I was "good at math." #idedchat#growthmindset
Kevin from Indianapolis, IN. I’m a high school science teacher and eCoach. For those of you keeping track, 3 inches of snow Monday Morning, 68 and insane rain storms yesterday, flurries all day today #IDedchat
Here we go! When you reply, please use A1:, as well as the hashtag #IDedchat
Q1: Do you know how you integrate the math practice standards? (do you even realize you are?)
#IDedchat@averyteach@id_rms1
As you consider your answer for Q1, here is a Venn Diagram illustrating how the Anchor Standards for ELA; the SMPs; and Science all intersect! #IDedchat
R1: as a science teacher, I am not hitting on the major math standards of algebra, geometry, trig, or calculus. But I do use a lot of probability, data collection, computational skills, and some algebra. I try to help support concepts that our math teachers are using. #IDedchat
#IDedchat Yes. I like to integrate 1 or 2 into each lesson, but no more or else we lose focus. Although, I am also integrate 1,3, and 6 regularly into any lesson bc they are the habits of mind we want kids to develop:).
Here we go! When you reply, please use A1:, as well as the hashtag #IDedchat
Q1: Do you know how you integrate the math practice standards? (do you even realize you are?)
#IDedchat@averyteach@id_rms1
We don’t have that terminology in Indiana; however, I feel that I’m not just a science teacher. I meet with math teacher to talk about their content and use “like” terminology when using calculations and ratios #IDedchat
I think I'm using some of those anchor standards for math when I have conversational math in the car with my daughters on our way to school... we even allow calculators! #idedchat
A1: as a district we are just starting a deep dive into the SMPs so we talk about how the teachers teach the math as opposed to teaching a strategy or method #IDedchat
A1: I'd like to think that mathematical practices are a "natural" part of excellent teaching, but I know it requires looking at lessons with a specific, intentional lens. #idedchat
There is a great website, and book, called "Table Talk Math" - gives great strategies for parents to reinforce mathematical practices at home. https://t.co/QY8xGY1CQg#IDedchat
This is a great point Tammy - it only becomes "natural" when we have been intentional in planning...and then we have to reflect and remind ourselves. :-) #IDedchat
#IDedchat A2: The room is defronted, disagreement is not seen as disrespect, visuals galore, problems are mathematized regularly. It's noisy, active and fun. Manipulatives & other tools are everywhere!! And technology is enhancing Ss' ability to communicate & socialize:)
MP 1 helps Ss build productive struggle disposition twds prob-solving. MP3 is communicating thinking & being able to convince or be convinced of others ways of seeing the same prob. Precision (MP6) keeps us speaking the same lang & looking for common answers. All math habits :)
A2: The people doing the talking are doing the learning. Students actively engaged with one or more SMPs are talking. To each other often... or in journals... #idedchat
Identify why are we doing this, why did you use this formula, why did you come up with this answer, why is this correct or incorrect. Next, support your answer. #IDedchat
Yes - AND when you study each SMP, you can see connections to all content areas! As an English teacher, Math's connection to English exploded for me. #IDedchat
This makes me think about mathematical modeling listed in the standards. We want students learning to problem solve - to do that they need opportunities
#IDedchat
A3: In 1st grade we learn what perseverance looks like in all kinds of non-threatening ways (ie. suck on Warheads) and then apply it to math. #idedchat
R3: authentic opportunities where the standards are being incorporated into the curriculum. Refine measurements and activities to support predefined outcomes. #IDedchat
I'm a fan of "non-threatening" learning. We need more of it. Heck, we need more "non -threatening" teaching too. I'm sick of over-evaluation and "accountability" it is sucking the life out of learning. #idedchat
A3: In 1st grade we learn what perseverance looks like in all kinds of non-threatening ways (ie. suck on Warheads) and then apply it to math. #idedchat
I encourage my teacher interns to throw math learning in wherever they can: taking about trains? Come up with a math connection! #IDedchat#crosscurricular
#IDedchat A3: Very slowly. Many Ss exp math trauma early and deeply. I have to earn their trust before I can ask them to become risk-takers. And, I model it whenever the opp arises. If I don't know something, I let them watch me persevere.
A3 Perseverance starts with selecting problems. There need to be multiple paths to the right answer or multiple right answers. The problem must be worthy or my students' perseverance. #IDedchat
A4: I think productive struggle is difficult to truly gauge. We as teachers need to be able to read the room and the students, simultaneously. Just in time (woop woop @thestrokeofluck ) help maintains the productivity! #IDedchat
Convincing them to fail loudly! Retaking a test with no penalty. I had a Ss who were bad at math. Now they are being accepted to Engineering universities. The brain develops in it's own time. They (students) and we HAVE to believe this! #idedchat
A4: Productive struggle reminds me of "zone of proximal development" It is the Goldilocks theory - just enough struggle that brain stretch/grow occurs - persevere. #IDedchat
R4: In an authentic project, my measurements might not be the same as yours. If Ss are sharing ideas and numbers, they might want to show each other WHY they had their numbers versus someone else. Both may be right, or both could be wrong. Again, define WHY #IDedchat
A4 All three of my math groups have been working on the Leo the Rabbit problem this week. https://t.co/PSATRDxaRO
Watching them try to list all possibilities at random, then change to pattern-seeking or organized listing demonstrates productive struggle to me. #IDedchat
Bad because we haven’t defined what is “good”. Being bad at math could be a great thing because we can show WHY we come up with a different answer. Maybe it is really good to be “bad” #IDedchat
In reply to
@mrsjohnsonCA, @HowardKiyuna, @averyteach
I think it means: Bad at: applying the one "accepted way" (algorithm) of solving a textbook problem, on your own, showing all your work, ... or something like that. #idedchat
In reply to
@mrsjohnsonCA, @HowardKiyuna, @averyteach
Sitting there with no clue. Can't process the language. Can't even keep up copying. It's a processing thing I think. Watched a girl 'get it' last month. She's completely different over the last two weeks. Factoring in her head. dividing measurements in a recipe. Amazed #IDedchat
Thank you for the mention, Janet. Yes, that is my goal with #tabletalkmath: giving parents an accessible bar of entry into math-based conversations, as well as teachers looking for more ways to incorporate conversation-based mathematics.
#IDedchat
High five, Lauren!
In reply to
@mrsjohnsonCA, @averyteach, @leadedtech, @TammyMcMorrow, @MrVaudrey
#IDedchat A5: By giving kids the time & space to actually make their OWN sense. We try to rush bc [insert stressor] but that push catches up to kids in HS. Slow down, let them learn to prob solve, then it won't matter what prob is put in front of them, they'll give it their best!
This was the key point of my talk with parents at my school's math night. Also emphasizing that math is not about speed. Take the time to think! #IDedchat
A5: Sense making comes from quality tasks that warrant making sense in the first place. Then the opportunity to get it wrong so they can make sense on their own, without "Just in case" teacher intervention. #IDedchat
A5: teach Ss to actively listen to each other and ask questions of each other. Then restate in other words, add to, or kindly disagree with each other #idedchat
But how many people say "I'm not musical" - how many people in this chat have even said that? It's completely about confidence, not skill...in both situations. #IDedchat
In reply to
@SJFteach, @mrsjohnsonCA, @HowardKiyuna, @averyteach
A5: I love how this SMP "sense making" is important not just in Math, but in writing for ANY content. If you can't make sense of a position, the writing will be ineffective. #IDedchat
Yes! and this intentional teaching is often overlooked. We have to teach listening and conflict resolution just like turning in papers and walking into the room. #IDedchat
A5 Talking through ideas is the key to sense making. We start with discussion: either a number talk or @estimation180
When we solve a big problem we always take time to reflect & share ideas. #IDedchat
That applies to every skill - music, art, writing, math, speaking. It takes a growth mindset to learn the skills - talents help, but will not grow without the mindset to do so. #IDedchat
In reply to
@slwindisch, @SJFteach, @mrsjohnsonCA, @HowardKiyuna
I think communication is a big part of sense making - sharing thoughts with someone else. We learn to be explicit and precise in what we say.
#idedchat
A5 (I think) My last classroom stint, teaching technology to HS students, I busted into my "Math for Elementary School Teachers" college class & went full binary on them! It was pretty awesome. #idedchat
I think communication is a big part of sense making - sharing thoughts with someone else. We learn to be explicit and precise in what we say.
#idedchat
Yes. Hearing how others are thinking it through, even if not 100% correct, helped me work my way through many concepts! I loved hearing others wrestle with problems! #idedchat
I think communication is a big part of sense making - sharing thoughts with someone else. We learn to be explicit and precise in what we say.
#idedchat
A6 This goes well beyond math. It is a culture of learning together that a connection making teacher establishes all the time. But this needs to also be promoted & fostered by the building admin. Permission to make connections. #idedchat
Math and Music: We use https://t.co/3hxwYOtat0 with a cheap midi keyboard. Beats per minute. Pitch frequency A = 440. I have a minor in music performance but sometimes you just gotta jump in and do it. Also https://t.co/fFeixQ6RE5#idedchat
#IDedchat A6: Discourse has to start with activities w/ no right answers (a la @WODBMath). Ss (& Ts for that matter) need to feel heard and valued before they will offer incomplete thinking--which is so vital to pushing a disc from just talking to learning.
I find being authentically interested in students' thinking is the best way to start a conversation with students. Math Class is a place where we should be interested
#idedchat
Along the same lines,
Q6a: How do you encourage student communication of their thinking? What are your expectations for what this looks like in your classroom?
#IDedchat
Absolutely! It is through the task that students need to talk with each other. It is important to remember to teach them to ask good questions too! #IDedchat
#IDedchat A6a: I'm in the process of experimenting with "rough draft" lang for kids to connect the safety of revisions that occur naturally in writing to mathematics.
Along the same lines,
Q6a: How do you encourage student communication of their thinking? What are your expectations for what this looks like in your classroom?
#IDedchat
A6a Developing precise language has been an expectation in my classroom. I think it makes it easier for everyone to understand when someone explains their thinking. #IDedchat
R6: discourse is what makes science so fun. So when you get data that shows one thing and another group has other data that supports something else. That’s where the discussion and conclusion section of a science report to support or reject a hypothesis is important #IDedchat
With discourse....we not only need to teach students to use precise language when explaining themselves, but we also need to teach them to ask questions that are precise as well. #IDedchat
A6: Ss put together a survey on Google Forms. Survey the school. Analyze findings by grade. Was the increase in appeal fo eBooks related to being born after the iPad? Spreadsheets. Write it up. #idedchat
A7: I teach seniors and TRULY making sense is not common place for their mathematical upbringing. There were a lot of growing pains in my class this year! #IDedchat
#IDedchat A7: The most diff for kids is a tie btwn MP1 bc they're scared to try or MP2 quantitative reasoning bc they know a bunch of procedures with no concept of why anything works. For me MPs7&8 seem like 2 halves of the same whole and I have trouble separating them.
Many of our most gifted students have trouble explaining their thinking and/or understanding that there may be more than one right way to do something. #IDedchat
A7: Using appropriate tools strategically can be a challenge. I'm working on doing a better job of teaching number sense instead of teaching strategies. Strategies can be used strategically when kids first have sense of numbers. #idedchat
R7: PERSEVERE. So Many of our students give up when things get rough. They have been taught at some point that one answer and one way is the right way. If they don’t get the “right answer” they can’t explain WHY. #IDedchat
My experience w/ this when I "redesigned" my classroom was that the strong "traditional" students struggled more than the others. They have gamed traditional "school" & stress when the learning processes change. #idedchat
